Hits 2.121 – 2.140 of 3.112
| 2121 |
Formação de professores para a educação de surdos: revisão sistemática de pesquisas da pós-graduação ; Teacher training for the education of the deaf: Systematic review of postgraduate research.
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Muttão, Melaine Duarte Ribeiro. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2017
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| 2122 |
Educação, emancipação e corresponsabilidade em Karl Otto Apel ; Education, emancipation e corresponsability in Karl Otto Apel
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Aquino, José Moacir de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Educação, 2017
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| 2123 |
Generous Reading Expands Teachers' Perceptions on Student Writing
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In: Faculty Publications (2017)
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| 2124 |
The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review
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| 2125 |
Effects of Language for Learning on Young Children with Autism Spectrum Disorder
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In: Theses and Dissertations (2017)
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| 2126 |
Using service design to understand digital preferences for improving applications for tertiary education in under-represented markets
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| 2127 |
Large-Scale Behavior-Change Initiative for Infant and Young Child Feeding Advanced Language and Motor Development in a Cluster-Randomized Program Evaluation in Bangladesh
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Frongillo Jr., Edward A.; Nguyen, Phuong H; Saha, Kuntal K; Sanghvi, Tina; Afsana, Kaosar; Haque, Raisul; Baker, Jean; Ruel, Marie T; Rawat, Rahul; Menon, Purnima
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In: Faculty Publications (2017)
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Abstract:
Background: Promoting adequate nutrition through interventions to improve infant and young child feeding (IYCF) has the potential to contribute to child development. Objective: We examined whether an intensive intervention package that was aimed at improving IYCF at scale through the Alive & Thrive initiative in Bangladesh also advanced language and gross motor development, and whether advancements in language and gross motor development were explained through improved complementary feeding. Methods: A cluster-randomized design compared 2 intervention packages: intensive interpersonal counseling on IYCF, mass media campaign, and community mobilization (intensive) compared with usual nutrition counseling and mass media campaign (nonintensive). Twenty subdistricts were randomly assigned to receive either the intensive or the nonintensive intervention. Household surveys were conducted at baseline (2010) and at endline (2014) in the same communities (n = ∼4000 children aged 0–47.9 mo for each round). Child development was measured by asking mothers if their child had reached each of multiple milestones, with some observed. Linear regression accounting for clustering was used to derive difference-in-differences (DID) impact estimates, and path analysis was used to examine developmental advancement through indicators of improved IYCF and other factors. Results: The DID in language development between intensive and nonintensive groups was 1.05 milestones (P = 0.001) among children aged 6–23.9 mo and 0.76 milestones (P = 0.038) among children aged 24–47.9 mo. For gross motor development, the DID was 0.85 milestones (P = 0.035) among children aged 6–23.9 mo. The differences observed corresponded to age- and sex-adjusted effect sizes of 0.35 for language and 0.23 for gross motor development. Developmental advancement at 6–23.9 mo was partially explained through improved minimum dietary diversity and the consumption of iron-rich food. Conclusions: Intensive IYCF intervention differentially advanced language and gross motor development, which was partially explained through improved complementary feeding. Measuring a diverse set of child outcomes, including functional outcomes such as child development, is important when evaluating integrated nutrition programs. This trial was registered at clinicaltrials.gov as NCT01678716.
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Keyword:
Bangladesh; Child; Child Health Services (standards); Child Nutritional Physiological Phenomena; child undernutrition; cluster randomized trial; Developing Countries; effectiveness evaluation; Female; gross motor development; Health Behavior; Humans; Infant; interpersonal counseling; language development; Male; mass media; Nutritional Status; Preschool; Public Health Education and Promotion
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URL: https://scholarcommons.sc.edu/sph_health_promotion_education_behavior_facpub/330
https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=1331&context=sph_health_promotion_education_behavior_facpub
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| 2128 |
Mapeamento do ensino de língua inglesa para alunos surdos em Pato Branco - PR ; Mapping of english language teaching for deaf students in Pato Branco - PR
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Kühl, Yohanna Hemilly Katleen. - : Universidade Tecnológica Federal do Paraná, 2017. : Pato Branco, 2017. : Brasil, 2017. : Programa de Pós-Graduação em Letras, 2017. : UTFPR, 2017
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| 2129 |
Pensamento pós-crítico, currículo e teoria crítica: aproximações, tensões
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Barbosa, Renata Peres. - : Universidade Estadual Paulista, 2017. : Londrina, 2017. : Brasil, 2017. : Educação, 2017. : UNESP, 2017
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| 2130 |
The use of Skype on smartphones in the teaching of english to the visually-impaired ; O uso do Skype em smartphones no ensino de inglês para pessoas com deficiência visual
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Oliveira, Larissa Xavier de. - : Universidade Tecnológica Federal do Paraná, 2017. : Curitiba, 2017. : Brasil, 2017. : Licenciatura em Letras Português/Inglês, 2017. : UTFPR, 2017
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| 2131 |
Teaching English to the visually-impaired: a handbook for brazilian teachers
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| 2133 |
Um estudo sobre a resolução de problemas matemáticos propostos em língua brasileira de sinais e em língua portuguesa escrita
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Martins, Aline Batista de Oliveira. - : Universidade Tecnológica Federal do Paraná, 2017. : Cornelio Procopio, 2017. : Brasil, 2017. : Licenciatura em Matemática, 2017. : UTFPR, 2017
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| 2134 |
Finally Shedding the Past: Filipino Teachers Negotiate Their Identities Within a New Mother Tongue-Based Multilingual Education Policy Landscape
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| 2135 |
“Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies
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| 2136 |
Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education?
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| 2137 |
Ideologies of Nature and Sustainability: A critical discourse analysis
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| 2138 |
An Approach to Integrate Emotional Education into the Foreign Language Classroom
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| 2139 |
La Primera Lengua Extranjera en Educación Secundaria Obligatoria. Análisis de las estructuras sintáctico-discursivas por niveles curriculares
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| 2140 |
Indigenous Immigrant Youth’s Understanding of Indigeneity: Language, Power Inequities, and Self-Understanding
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